science – shadow play lesson plan.docx · 2019. 10. 9. · title: microsoft word - science –...
TRANSCRIPT
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Science – shadow play lesson plan!
Engage:'https://www.youtube.com/watch?v=UvheNWRk5N4'Peter'Pan’s'
catching'shadow'clip.'
Elicit'students’'understanding'of'shadows'by'putting'the'following'questions'on'
the'board.'Real'aloud'questions'to'students:'
1. Is'this'video'like'a'real'shadow?'How'is'it'different?'
2. What'is'a'shadow?''
3. How'is'a'shadow'created?''
4. Do'shadows'change?''
'
*Students)sit)in)their)Kagan)ability)groups.)Student)numbers)184)answer)the)allocated.)Use)Kagan)group)spinner)to)call)on)group)numbers)then)group)members)(to)increase)student)accountability).))'
After'the'initial'discussion,'take'students'outside'for'a'5'minute'game'of'‘shadow'
tag’.'Students'work'in'pairs,'where'one'partner'is'‘it’'and'tries'to'tag'their'
partner’s'shadow,'and'the'other'partner'becomes'‘it’'after'being'tagged.'''
*Send)students)out)in)table)groups)to)avoid)rushing.)Have)students)sit)in)a)group)on)the)grass)whilst)giving)instructions)
After'each'pair'of'students'has'had'a'few'turns,'bring'the'class'back'inside'onto'
the'mat.'Ask'students'what'they'noticed'about'their'shadows'using'questions,'
such'as:''
• Does'your'shadow'move'in'the'same'direction'as'you'do?''
• Are'you'and'your'shadow'joined'together?''
• How'can'you'make'your'shadow'smaller'or'larger?''
• Where'is'the'Sun'in'relation'to'your'shadow?''
• What'do'you'think'causes'a'shadow?''
!*Use)popsticks)to)select)students)to)answer)questions)
Main!activity:!
Show'students'your'completed'sculpture'using'foil.'Model'how'you'made'the'
sculpture'step'by'step,'then'used'blutack'to'stick'it'down'to'card.'Hand'out'foil'
to'the'students.'Once'all'students'have'finished'their'sculptures,'take'everyone'
outside'to'draw'their'shadows'with'permanent'marker.''
Reflection!
Bring'students'back'to'the'mat'with'their'sculptures.'Discuss'what'students'
observed'when'tracing'their'shadows.'Have'students'share'how'they'could'add'
to'this'‘experiment’'if'they'were'to'do'it'again.'(An'example'would'be'taking'
their'sculptures'out'to'trace'their'shadows'at'different'times'of'the'day).''
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Resources:!
• Square'coloured'card'
• Permanent'markers'
• Alfoil'
• Blutack'
Lesson!outcomes!
• Recognise'that'the'sun'
is'a'source'of'light.'
• Describe'how'shadows'
are'made'and'
demonstrate'the'factors'
that'affect'the'size'and'
direction'of'a'shadow.''
'
Assessment:!
Anecdotal'notes'and'
observations'from'class'
activities.'
Review'of'completed'
shadow'sculptures.''
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Astrid Rebecca Cooli…, 9/10/14 10:52 AMComment [1]: The'sequence'of'this'lesson'is'dynamic,'with'students'working'as'a'whole'
class,'breaking'out'into'groups'and'then'
collaborating'with'other'groups'to'share'their'
ideas.'This'is'to'ensure'that'students'remain'
motivated'and'engaged,'whilst'providing'me'
with'frequent'opportunities'to'work'with'
individuals'and'groups'to'assess'their'
understanding.'''''
Astrid Rebecca Cooli…, 9/10/14 10:55 AMComment [2]: The'use'of'ICT'through'a'short'video'clip'to'capture'student'attention'
and'to'provide'a'lead'into'the'hands[on'
activities.'
Astrid Rebecca Cooli…, 9/10/14 10:52 AMComment [3]: Focus'questions'are'levelled'to'suit'ability'numbers'(lower'ability'1[high'4)'
so'each'question'is'suitably'challenging'for'
that'student.'As'they'are'working'together,'
students'are'able'to'learn'from'each'other'
through'discussion'and'sharing'of'ideas.!Astrid Rebecca Cooli…, 9/10/14 10:55 AMComment [4]: To'increase'student'accountability'and'make'the'selection'of'
contributors'random'(avoid'selecting'the'
same'student'every'time)'
Astrid Rebecca Cooli…, 9/10/14 10:52 AMComment [5]: The'lesson'program'closely'
aligns'with'my'constructivist'approach'to'
teaching,'where'learning'experiences'are'
stimulated'by'active,'hands[on'inquiry'in'a'
social'environment.!
Astrid Rebecca Cooli…, 9/10/14 10:52 AMComment [6]: To!increase!accountability!of!all!students.!
Astrid Rebecca Cooli…, 9/10/14 10:55 AMComment [7]: Model'the'activity'step'by'
step,'prompting'for'student'understanding'at'
each'stage.''